Assessment for Learning is now a key part of the Renewed Frameworks, especially since the launch of the APP (Assessing Pupil Progress) process for both English and maths. The Framework website contains a wide range of helpful advice and materials that will aid general AfL in mathematics, but many schools may wish to explore more specific areas of AfL.
Sharing objectives, setting success criteria, effective marking / feedback and quality questioning are all areas that schools may wish to embed further within their daily teaching.
In addition, setting layered, differentiated curricular targets, following data analysis, is another key element of AfL that schools may wish to develop in some detail.
These courses should enable all participants to feel much more confident in understanding and being able to successfully implement a variety of AfL strategies for mathematics.
The Renewed Framework for Mathematics now expects children to begin developing calculator proficiency from Year 4, and be confident users on leaving primary school.
There are still, however, many children (and teachers!), who lack confidence in using a calculator effectively, especially the use of the main functions (memory and constant), and the knowledge of when and how to use it to solve problems.
The challenge for teachers is to develop their own personal knowledge of technical calculator skills, and then to blend this into each block of teaching.
Fractions, decimals, percentages, ratio and proportion are linked mathematical concepts. In the national tests each year, many of the FDPRP questions are not answered well, often due to children’s lack of confidence in making these links.
Many teachers are themselves fairly unsure as to the best ways to teach FDPRP. Consequently many models and images are not used to their best potential.
This training aims to cover the teaching and understanding of FDPRP, from its introduction in KS1 as equal sharing to the higher level concepts of decimals, ratio and proportional reasoning in upper KS2.
The Foundation Stage is perhaps the most important year of a child’s school life with regards to the understanding of basic mathematical concepts. Their early knowledge of number stems from quality experiences undertaken in the Foundation Stage, yet there is also the potential for misconceptions to take root which become embedded.
The Renewed Framework outlines progression from Foundation Stage to KS1 and beyond, but there has been no recent national training to equip practitioners with advice or ideas.
For many years the NNS has been producing quality maths software (ITPs, Excel spreadsheets and Interactive Whiteboard software) for modelling, demonstrating and problem solving purposes. All of these materials are now available on the Renewed Framework website, and are directly linked to the teaching blocks.
But… how much time have teachers had to actually ‘play around’ with these materials and find out how to use them to their best advantage? Would staff welcome the opportunity to explore the software and be given a wealth of activities and ideas for their use?This training should enable participants to feel much more confident and flexible in the use of quality ICT based activities across the mathematics curriculum.
The Renewed Primary Framework for Mathematics outlines a clear progression in written calculation from Year 3 to Year 6. Before this, however, there are specific skills, facts, knowledge and understanding which are vital to ensure that children leave Key Stage 1 with a secure grasp of number. Many children struggle to understand place value, key vocabulary, inverse operations and many of the calculation ‘jotting’ strategies.
They often pick up common misconceptions which severely harm their progress.
Quality discussion within mathematics lessons is a proven way of not only developing children’s knowledge of key vocabulary and mathematical concepts, but also in promoting social skills, confidence and collaboration.
Building in time to talk about mathematics ensures that children are better problem solvers, are more articulate when explaining strategies or reasoning, and promotes the ability to spot patterns and logical thinking.
The key challenge for teachers is to understand how best to introduce quality discussion into the daily maths lesson
The Knowing and using number facts strand of the Renewed Framework now outlines a clear expectation for every year group to know specific key number facts by the end of the year. The challenges for teachers are finding effective ways:
More able pupils in mathematics grasp new material quickly, use mathematical symbols confidently, develop concise logical arguments and can approach problems from different directions to find a solution. Therefore, they have a range of skills which need to be constantly sharpened and refined.
Too often, though, they are given repetitive exercises or work intended for older children, when a quality balance of facts and skills, numerical fluency and curiosity & creativity is required. They need to explore advanced concepts and be given opportunities to problem solve, analyse, reason and evaluate using personal algorithms and realistic contexts.
More than any other element of the Renewed Framework for Mathematics,
Problem Solving has been given the greatest priority.
The using and applying mathematics strand has been built into every teaching block, and teachers are being encouraged to make sure that quality mathematical problems are being taught as part of every theme / topic.
There is also an extensive range of supporting materials available, both from the Framework and from commercial publications.
The difficulty, though, is knowing how to firstly develop a problem solving culture in the daily maths lesson, and then to select appropriate problems to challenge and excite the children, whilst enabling improvement of recording and reasoning skills.
This training will enable participants to have a clear understanding of the key misconceptions faced by SEN children. They will have the chance to observe and discuss several valuable resources and ideas that could enable SEN children to develop a more positive attitude to mathematics, and which may begin to fill in some of the larger gaps in understanding.
He really enthused the staff... they are chomping at the bit to try some of his ideas out!
The delivery, materials and approach was of the highest quality.
Thanks once again.
Deputy Head, Moor Green Primary School